the analysis of topics and topic boundary markers in ionesco's absurd play the lesson

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HUMANIKA Vol.25 No.1 (2018)
ISSN 1412-9418
Tersedia online di http://ejournal.undip.ac.id/index.php/humanika

THE ANALYSIS OF TOPICS AND TOPIC BOUNDARY MARKERS IN
IONESCO’S ABSURD PLAY THE LESSON

Henny Putri Saking Wijaya

Fakultas Sastra, Universitas Kristen Petra, Surabaya, Indonesia
Email: [email protected]

Abstract

People sometimes experience miscommunication when they have a conversation. It may happen because they fail
to recognize the topic of discussion and the topic shift markers. A conversation has a clear structure that is not
realized by the speakers. In this study, the writer chose The Lesson, one of the most famous absurd plays by
Ionesco, as the data. In this play, the structure of conversation is difficult to understand, especially in the
conversation between the Professor and the Young Pupil. Based on this condition, the writer investigates the
structure of the conversation between the Professor and the Young Pupil in order to find the main topics and the
topic boundary markers occurred in the topic shift in the conversation. The data were analyzed using the
theories of topic shift by Coulthard (2014) and topic boundary markers by Stenstrom (2014). The findings show
that there were four topics in the conversations between the Professor and the Young Pupil and ‘let’s’ is the
topic boundary marker often used to open a new topic and to close a topic. In conclusion, even in an absurd play
where the structure is difficult to understand, there is a clear structure of the conversation.

Keywords: topic; topic boundary marker; absurd play
1. Introduction Normal conversations can also happen in
People do conversations in their everyday plays. However, in plays, there are
life. According to Stenstrom, conversation conversations that make the topics of
is a “social activity involving two or more discussion cannot be seen clearly, for
participants who talk about something” example, in absurd plays. In the Collins
(2014, p.189). It means that at least two Dictionary, theatre of the absurd is defined
individuals are taking part as the speaker “drama in which normal conventions and
and the listener. Furthermore, each of dramatic structure are ignored or modified
participants has power to control the in order to present life as irrational or
ongoing conversation, in relation to the meaningless.” In this kind of literature, the
position of the participants. For instance, absurdity of human life is represented
when a teacher has a conversation with clearly. In absurd plays, the structures of
his/her student, in many cases the teacher the conversation are difficult to understand
will have more power to control the because the order is not as simple as in
conversation. normal conversations. It makes absurd
People can have normal plays very unique and interesting to
conversations in their daily interactions. analyze.
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Eugene Ionesco is regarded as the participants proposes a topic. Each
Absurdist because he is “the author of participant has the equal right to contribute
hilarious nonsense plays” (Esslin, 2001, a topic. Topic in a conversation is not fixed
p.133). One of his famous absurd plays is but it is negotiated in the process of
The Lesson. Esslin (p.146) states “there is conversation (Brown and Yule, 1983, p.89).
more about language in The Lesson than a It means that some topics proposed by the
demonstration of the difficulties of participants will be accepted as the topic of
communication. Here language is also conversation and some others will be
shown as an instrument of power.” Even rejected. In a conversation, the participants
though the language used in the play is not only talk about one topic but also shift
simple, the structure of successive and develop the topic. When a participant
utterances, which is difficult to understand, responds to a topic and then proposes a
has interested the writer to analyze further. new topic, topic shift occurs in the
There are two research questions that the conversation.
writer wants to answer: 1) What are the Topic shift is the point at which the
main topics occurred in the conversation? participants of a conversation move from
2) What are the topic boundary markers the current topic into the new topic. Sacks
occurred in the topic shift in the (1971 cited in Coulthard, 2014, p.80),
conversation? “observes that in a conversation which is
In order to be able to take part in a progressing well talk drifts imperceptibly
conversation, people need to know about from one topic to another, and suggests
the topic being discussed. Topic is a part of that the relative frequency of marked topic
interesting conversations. According to introduction is some measure of the quality
McCarthy, topics “are the strings of of a conversation.” It means that the
utterances perceived as relevant to one occurrence of topic shift in a conversation
another by participants in talk” (1991, is important because it can make the
p.132). One topic can consist of many ongoing conversation run smoothly.
related sub-topics. Moreover, it is common Topic shift is very important especially in
in a conversation that one of the keeping the conversation still going on and
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avoiding silences (McCarthy, 1991, p.134). the topic boundary markers. These markers
Topic shift is an important skill. People are used to give a sign where one unit ends
need topic shifts to make coherent and another begins. They are used to point
utterances so that they may be able to give out whether a topic has changed or not, and
the right comment or response in an are needed to connect one utterance to
appropriate time. They have to know the another in a language in order to make a
markers in order to make a clear shift from coherent sentence (Brown and Yule, 1983,
one topic to another. The examples of shift pp.94-95). Moreover, topic shift markers
markers are by the way, that reminds me of, are very important because the failure in
well, speaking about, actually, all right, or marking the shift of the topic can cause
even short silence. By knowing these misinterpretation of the message that the
remarks, the participants of a conversation speaker wants to convey. The following is
will be able to recognize the changing of the example of topic boundary marker
the topic easily. The following is the (Stenstrom, 2014, p.158):
example of topic shift (Stenstrom, 2014, (A and B have been talking about domestic
p.156): matters when B suddenly remembers that
1 A: … I’m sure he went for a smoke. she has promised to deliver a message)
2 B: I did know one Indian who “Ok. And by the way, I forgot to tell you
ironically learnt to last night that Bill Potterton wants us to go
chainsmoke in this country round on Sunday afternoon.”

3 A: … he could break it in holidays
In the example above, B gives a sign ‘by
but as soon as the term began
again. The strain was too the way’ as the opening marker before she
much. Couldn’t go and do
changes the topic of discussion.
without them any longer.
There are some studies related to topic
4 B: What part of India were you in?
shift and topic shift markers; however,
The extract above shows that there is a
most of them did not analyze plays,
topic change. In line 1-3, A and B are
especially absurd plays. One of them is the
talking about their Indian colleague. Then
study conducted by Wulandari (2001). The
in line 4, B changes the topic of discussion
subjects were male and female students
to A’s experience in India.
who were chatting in the boarding house.
In order to understand the structure of a
Another study related to topics which
conversation, the writer needs to identify
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analyzed a play was done Jones (2008). He topic boundary markers that gave clear
analyzed Absurd Person Singular by Alan markers where one topic ends and another
Ayckbourn. Thus, analyzing topics and topic begins were analyzed. The markers
topic boundary markers in absurd plays is were put into a table 2 :
interesting to discuss.
Table 2. Topic Boundary Markers

2. Research Method No Opening Closing Opening +
Marker Marker Closing
This research was conducted by using the
Markers
qualitative approach in which the source of

data was from a literary work of Ionesco

entitled The Lesson. As the data of the

research, the writer took the conversation
Next, the writer divided the
between the Professor and the Young Pupil
conversations into small units by using the
because both of them are the main
topic boundary markers. It is needed in
characters who do most of the conversation.
order to determine the main topics and the
The writer rewrote the conversation
sub topics of the conversations.
between the Professor and the Young Pupil

because she adjusted with the table that she 3. Findings and Discussion
used in the data analysis. The findings show that there were four
The analysis began with the topics with several sub topics in the
categorization of the conversation by using conversation between the Professor and the
the following table 1: Young Pupil. Moreover, the topic
boundary markers in the topic shift could
Table 1. Topics and Sub-topics of the
be identified in the conversation. The
Conversation
discussion is divided into main topics and
Dialog Dialog Main Sub
topic boundary markers.
line Topic Topic

The writer put the conversation that

has been rewritten in the table. Then, the
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3.1 Main topics boundary markers to help her to determine
From the analysis, the writer found that the the main topics because these markers
topics of conversation between the were the signs where one topic ends and
Professor and the Young Pupil could be another topic begins. In order to show the
categorized into four namely Introduction, main topics, the writer provides some
Arithmetic, Linguistics and Comparative extracts of each. Extract 1 shows that the
Philology, and Closing. However, the first main topic namely ‘arithmetic’.
closing was drawn in dots because the Extract 1:
(53) P : If you will … now … we … we
conversation that occurs is between the
… I … I will begin by making
Professor and the Maid and this was not a brief examination of your
knowledge, past and present,
analyzed. See the diagram 1
so that we may chart our
future course … Good. How
Diagram 1. Main Topics is your perception of
plurality?
Introduction (54) Y : It’s rather vague … confused.
(55) P : Good. We shall see.
(56) P : Now, miss, would you like to
do a little arithmetic, that is if
Arithmetic
you want to …
(57) Y : Oh, yes, Professor. Certainly, I
ask nothing better.
Linguistics and
(58) P : It is rather a new science, a
Comparative Philology
modern science, properly
speaking, it is more a method
than a science … And it is
Closing also a therapy. Have you
finished, Marie?
(The Maid interrupts the conversation
between the Professor and the Young
The diagram shows that there are
Pupil)
two main topics of the conversation: (59) P : Miss, I hope you’ll pardon this
absurd interruption … Excuse
Arithmetic, and Linguistics and
this woman … She is always
Comparative Philology. Those main topics afraid that I’ll tire myself.
She fusses over my health.
are the lessons given by the Professor to
(60) Y : Oh, that’s quite all right,
the Young Pupil. The findings of the main Professor. It shows that she’s
very devoted. She loves you
topics were related to the topic boundary
very much. Good servants are
markers. The writer used these topic rare.
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(61) P : She exaggerates. Her fears are (209) P : I hear that you will not be able
stupid. But let’s return to our to qualify for the total
arithmetical knitting. doctor’s orals …
(62) Y : I’m following you, Professor. (210) Y : Yes, Professor, it’s too bad!
(211) P : Unless you … (Let me be,
From the extract above, the Professor Marie … Look here, why are
you bothering me? Go back
says ‘now’ and ‘I will begin’ in line 53 as
to the kitchen! To your pots
the signs to show that the Professor wants and pans! Go away! Go
away!) We will try to prepare
to start the lesson. Those signs are the topic
you at least for the partial
boundary marker used to show the doctorate …
(212) P : (Now leave me alone! Let me
beginning of a topic. In line 56, it can be
be! What’s the meaning of
seen that the Professor asks the Young this?) I must therefore teach
you, if you really do insist on
Pupil to learn arithmetic when he asks
attempting the partial
“would you like to do a little arithmetic?” doctorate …
(213) Y : Yes, Professor.
This request is the marker showing the first
(214) P : … The elements of linguistics
main topic of the conversation: arithmetic. and of comparative philology
…
Then, there is an interruption by the maid.
(The Maid interrupts the conversation
It makes the Professor talk about another between the Professor and the Young
Pupil)
topic. When he remembers to continue
(215) P : Let’s continue, miss.
talking about ‘arithmetic’, he gives a (216) Y : Yes, Professor.
(217) P : I want you to listen now with
marker ‘but let’s return’ (line 61).
the greatest possible attention
to a lecture I have prepared
…
The following Extract shows the
(218) Y : Yes, Professor.
second main topic namely ‘Linguistics and (219) P : … Thanks to which, in fifteen
minutes’ time, you will be
Comparative Philology’.
able to acquire the
Extract 2: fundamental principles of the
(206) P : Let’s leave it for the moment. linguistic and comparative
Let’s go on to another philology of the neo-Spanish
exercise … languages.
(207) Y : Yes, Professor. (220) Y : Yes, Professor, oh good!
(208) P : It is unfortunate, miss, that you
aren’t further along in Extract 2 above shows that the
specialized mathematics …
Professor wants to stop the arithmetic
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lesson when he says “Let’s leave it for a Image 1: The details of the introduction
and each main topic
moment” in line 206. The word “it” in the

Introduction:
marker refers to arithmetic. Then, he wants
 Finding the house sub topic
to teach his pupil another lesson when
 Knowledge about Paris sub topic
 Weather/climate sub topic
saying “Let’s go on to another exercise” in
- Season sub-sub topic

line 206. Thus, ‘let’s leave it’ is the topic  Specialization sub topic
- School qualification sub-sub topic
boundary marker used to give a sign where  Preparation of the course sub topic

the first main topic ends and ‘let’s go on

Arithmetic:
to’ is the marker to give a sign where the
 Addition sub topic
second main topic begins. The Professor  Subtraction sub topic

- Counting sub-sub topic
does not mention directly what kind of
- Small and large numbers sub-sub topic
 Bigger numbers sub-sub-sub
exercise that the Pupil will have in line
topic
206. He finally states clearly the next  Multiplication sub topic

lesson in line 214 when he mentions ‘the

Linguistics and Comparative Philology:
elements of Linguistics and Comparative
 Neo-Spanish sub topic

Philology’.  Phonology sub topic

 Affixes sub topic
The introduction and each main topic
 Word structure sub topic
- Differences of diverse
were composed of sub topics and sub-sub
language sub-sub topic
topics. The sub topics and sub-sub topics

were classified after identifying the topic
a. Topic boundary markers
boundary markers in each unit. The details
The findings show that the topic boundary
of the introduction and each main topic can
markers in the conversation can be divided
be seen in Image 1.
into three categories namely Opening,

Closing, and Opening and Closing. In

general, ‘let’s’ is the topic boundary

marker often used to open a new topic and

to close a topic. Besides ‘let’s’, the

characters also often use questions as the

markers. Table 3 shows the topic boundary

markers used in the conversation.

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Table 3. Topic Boundary Markers 59 Miss, I hope
you’ll
pardon this
Line Opening Closing Opening
absurd
+
interruption
Closing
…
5 Please
61 But let’s
excuse
return to
me… Did
our
you have
arithmeti
any trouble
cal
finding the
knitting.
house?
69 How much
10 Do you like
are one and
Bourdeaux?
one?
17 What a nice
91 At
day it is
addition
today…
you are a
22 The snow
past
falls in the
master.
winter.
91 Now, let’s
32 Oh, I do
look at
hope so,
subtraction.
Professor.
103 Let’s try
32 I have a
to deduce
great thirst
it together.
for
103 Would you
knowledge.
like to
count?
111 Stop there,
35 And you
miss.
wish to
111 Which
qualify
number is
for…?
larger?
43 Then, … I
117 Let’s not
do think
go into
that we
that.
ought to get
117 To facilitate
to work.
our work,
53 … now … I
let’s merely
will begin
suppose that
…
we have
55 Good. We
only equal
shall see.
numbers,
56 Now, miss,
then the
would you
bigger
like to do a
numbers
little
will be
arithmetic,
those that
…
have the
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most units. pretty
119 Let’s good …
leave the 206 Let’s
general leave it for
conclusion the
for later. moment.
119 Which 206 Let’s go on
number will to another
be larger, exercise …
the smaller 214 I must
or the therefore
larger? teach you,
129 Look here. if you
179 Let’s try really do
another insist on
approach attempting
180 Look here, the partial
miss … doctorate
You see … …
198 How 217 I want you
much, for to listen
example, now with
are three the greatest
billion possible
seven attention to
hundred a lecture I
fifty-five have
million prepared …
nine 235 … And this,
hundred too, is a
ninety- fundamental
eight principle,
thousand 243 What’s the
two matter?
hundred 245 Let us go
fifty one, on …
multiplie 257 Thus, all the
d by five words of all
billion the
one languages
hundred …
sixty-two 308 I don’t get
million the
three difference.
hundred 311 Are you
and three listening?
thousand 316 Oh well
five … yes …
hundred yes … go
and on …
eight? 334 Oh dear!
204 That’s My teeth …
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340 One thing clear opening marker to tell the Young
that is the
Pupil that he is going to change the topic.
most …

The topic changes from ‘addition’ (sub
It can be seen that the opening
topic of arithmetic) to ‘subtraction’
markers were used more to introduce new
(another sub topic of arithmetic).
topics. The conversation also rarely used
In the next extract, the writer provides the
closing markers to end topics. However, it
example of other category namely
is interesting that there were some phrases
‘closing’ marker. The marker is used as a
used to close a topic and open another
sign where one topic ends.
topic at the same time. To make the reader
Extract 4:
understand, the writer provides an extract (103) P : Oh, certainly not, miss. It’s not
a matter of guessing, you’ve
of each category. The following extract
got to think it out. Let’s try to
gives an example of an opening marker. deduce it together. Would you
like to count?
Extract 3:
(104) Y : Yes, Professor. One … two …
(89) P : Perfect. Excellent. Seven and
uh …
one?
(105) P : You know how to count? How
(90) Y : Eight again. And sometimes
far can you count up to?
nine.
(106) Y : I can count up to … to infinity.
(91) P : Magnificent. You are
(107) P : That’s not possible, miss.
magnificent. You are
(108) Y : Well then, let’s say to sixteen.
exquisite. I congratulate you
(109) P : That is enough. One must know
warmly, miss. There’s
one’s limits. Count then, if
scarcely any point in going
you will, please.
on. At addition you are a past
(110) Y : One … two … and after two,
master. Now, let’s look at
comes three … then four …
subtraction. Tell me, if you
(111) P : Stop there, miss. Which
are not exhausted, how many
number is larger? Three or
are four minus three?
four?
(92) Y : Four minus three? … Four
(112) Y : Uh … three or four? Which is
minus three?
the larger? The larger of
(93) P : Yes. I mean to say: subtract
three or four? In what sense
three from four.
larger?
Extract 3 gives a clear sign where

one topic begins in a conversation. In line In Extract 4 above, the Professor
91, it can be seen that the Professor says asks his pupil to do counting because he
“now, let’s look at subtraction” to give a wants to know whether the Young Pupil
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